UMF LESSON PLAN FORMAT

Teacher’s Name: Brenna Fenderson Lesson # : Three

Grade Level: 11 Topic: World War II involvement

Objectives:

Student will understand that there are important events that lead to the allies success in WWII.

Student will know critical details like the Holocaust and Aryanization, Japanese hatred for U.S, Italian involvement in WWII.

Student will be able to do critique axis powers (Germany, Italy, Japan) involvement in WWII.

Maine Learning Results Alignment

Maine Learning Results: Social Studies; History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future

Assessment

Formative (Assessment for Learning) Students will fill out a word web and a wiki page with the information they learned in the groups. Students will have both the word web and wiki page to refer back to throughout the unit. The students will be able to access the different topics that were explored in this class period by going to the wiki space. Each student will be required to look at another students wiki page and comment on the information on the page. The students will comment on something they have learned by reading that page.

Summative (Assessment of Learning) *Students will continue to add information to their wiki space throughout the unit. I will periodically go on the wikispace and comment on each students additions. Following this lesson I will go onto the wikispace and comment on the information that they provided using the discussion tab on the wikispace. I will also pose any questions that come to mind when reading the information. I will let students know when I have commented on the wikispaces. Students will then have to use the discussion tab to answer the questions posed. This will help determine students understandings of the topics.

Integration

English: Students will have to teach what they have learned in their first set of groups to other students in the class. Technology: Students will have to use computers to find out information about for their expert groups. Reading: Students will have to read about their assigned country from multiple websites.

Groupings

Students will be using jigsaw grouping. Students will be given a number from 1-5. They will then get into groups according to their numbers. These will be their expert groups and each group will be assigned a country. Students in each group will be given a number from 1-5. They will then split up and find the students with the same numbers. These will be the teaching groups. There should be one person from each expert group in these teaching groups. Students will then teach each other about their country.

Differentiated Instruction

Strategies (Interpersonal)Students will have to discuss Axis power involvement with their group and other groups. (Intrapersonal) Students will have a chance throughout the unit to edit the class wiki. (Kinesthetic) Students will have an opportunity to move around the class by switching groups. (Spatial) Students have to have an embedded video of an event that happened because of Axis influence. (Linguistic) Students are discussing with their group what to put up on the Wikispace. (Logical)Students will have to analyze and critique the Axis powers involvement in WWII.

Modifications/Accommodations I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. For students that are absent they will have to find the information on their own time and will have to post their findings on the wikispace like everyone else. They will have a week to complete missed work.

Extensions Students will put the information that they have gathered for this class onto the class wikispace (Type I). Students will then comment on another persons information using the discussion tab on the wikispace (Type II) I will look at every students information and comment and pose questions on the discussion section. Students will have to comment back (Type II). Students that have a higher or lower learning ability will be able to adjust their comments/ questions to their ability.

Materials, Resources and Technology

Laptops (enough for everyone) Word Web worksheets Pens/ pencils

Source for Lesson Plan and Research

Lesson plan created by Brenna Fenderson www.wikispaces.com

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by integrating multiple intelligences into the lesson plan. The use of multiple intelligences in this lessons helps provide diversity to students that might not learn from traditional lectures. It also provides structure and note taking for the students that do learn in this way.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by providing a lesson that explores both Allies and Axis involvement in World War II. Students explore events, turning points and consequences of WWII which fit the Maine Learning Results for social studies.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by including wikispaces into the instruction. Students will post their work on a class wikispace and provide comments on the lesson to other students on the class wiki. This provides challenging instruction that meets all students’ needs.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by documenting both formal assessments and informal assessments. Students will have to complete word webs and wiki templates on the country that was chosen for them which serves as an informal assessment. Students will have to respond to questions that the teacher has asked in the discussion tab on their wiki template which will serve as their formal assessment.

Teaching and Learning Sequence:

I will start class by taking attendance for the class. I will then begin reading a section from Eli Weisel’s book Night. I will then let the students know that they will be learning about different countries involvement in WWII. I will pass out the word web graphic organizer and then explain to them that they will be split into 5 groups representing Germany, Italy, Japan, France, or China. I will ask them to please write at the top of the sheet their name and period along with the question ‘what involvement did my country have in WWII? I will then tell them that each person in their group is responsible for finding at least one piece of information. However they will each have to have a complete word web. I will tell them that they will want a completed word web because they will be teaching others in the class about their subject. Students will also have to put all their information on the class wiki under their names so that they can refer to it in the future. I will then ask the students if they have any questions about what they will be doing. (10 minutes) What, Where, Why, Hook, Tailor: Linguistic, Intrapersonal.

I will then start counting the students off by fives. I will tell them that they are to get into groups but will need to direct their attention back up front. They will then be directed that one student from each group will grab computers for each member of their group. I will also let them know that they have 20 minutes to gather their information and that one person from their groups should have the responsibility of keeping time. The remaining two students in the group are the facilitators and will have to keep their group on track. I will then pass out a blank slip of paper where the groups will record who is doing what. I will tell the class that their twenty minutes are starting. A student will grab computers for the group and the time keeper will start keeping time. The students will begin finding information about their countries involvement and work on filling out their word webs. Each student should have almost the same information in their word webs. This allows students a chance to revise their work and to make sure that they are accurately answering the question. With 5 minutes remaining I will get the classes attention and tell them that they have 5 minutes left and that they should be sharing their information with each other. I will then tell them that they will have to make sure that everyone in their groups has the same information. This allows students a chance to refine the information that they have. Students will continue working for the last 5 minutes. I will then direct the students to put a star next to the piece of information that they found on their worksheet (they may have them all starred or at least one must be starred). (25 minutes) Equip, Explore, Revise, Refine, Tailor: Linguistic, Interpersonal, Spatial, and Kinesthetic.

Students will then have to put their information on to the class wikispace. Students will have 10 minutes to get all the information on to the page. Students will then be directed to close their laptops. I will then give each person in their groups a slip of paper containing one number from 1-5 on them. The numbers will be handed out so that each group will have 1-5 in it. I will then inform students that they will be getting into different groups where they will teach the other students about their countries involvement in WWII. I will hand out a packet of word webs. I will tell the students that they will have to take notes while they are listening to other people talk. I will then direct them to get into their groups according to the number that was given to them. When they get into their groups they will start teaching each other what they have learned. Each member will have about 5 minutes to share their information with their group. I will circulate the room to make sure that everyone is speaking and that the members of the groups are listening. (35 minutes) Explore, Experience, Rehearse, Tailor: Linguistic, Interpersonal, Logical, Kinesthetic.

I will direct the students to go back to their seats with their computers. Students will be directed that for the last 10 minutes of class they will start their homework. They will open their computers back up. I will tell students that they will go on someone else's wikipage from the class. They can be anyone from the two groups that students had today. I will tell them that they have to comment on something that they found interesting or something new that they learned. They will go on the wiki and read the information that is posted their and then comment on it (something new that they learned, something interesting) using the discussion tab. If students do not finish this it will be for homework. I will also let students know that they will also have to check their own wikipage before the following class because I will have posted comments and questions that they will have to answer for the next class. They will find my comments also in the discussion tab. (10minutes) Evaluate, Rethink, Tailor: Intrapersonal, Linguistic, Logical.